NMH - Brage (Norges musikkhøgskole)
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Being and power. About experiences and understandings of instrumental music teaching
Get PDFThis article takes the form of a discussion about experiences and understandings of instrumental music teaching where Martin Heidegger's philosophy, that seeks an authentic being within art, and Michel Foucault's discourse-oriented philosophy are seen as two contrasting standpoints (Foucault 1999a, Heidegger 2000). Heidegger provides an existential reflection on the art experience, which has its place in instrumental music education. Foucault, on the other hand, offers a view to consider how music pedagogue's practices are formed through social and cultural mechanisms. Similarities in Heidegger's and Foucault's work are discussed, especially emphasising Foucault's later writings. Inspired by Derrida (1967), and Latour (1996, 2005), a juxtaposition of Heidegger's and Foucault's philosophies is suggested, through a narrative approach which crosses between academic borders and intersects such philosophical standpoints as Being and Power, Keywords: Instrumental music education – music pedagogy – philosophy in music education – narrativ
A technology of well-being. A qualitative study on the use of MP3 players as a medium for musical self care
Get PDFDissertation for the PhD degree Norwegian Academy of Music, Oslo 2012 - Avhandling (Ph.D.) - Norges musikkhøgskole, 2012The Ph.D. study "A technology of well-being" takes on a positive, resource-oriented approach to the research on use of MP3 players. The aim of the study is to interrogate whether and how the use of MP3 players can function as a medium of musical self-care, subjective well-being, and positive health. Interrogating the possible role of MP3 players in individuals’ self-care, the study focuses on self-regulation and coping. The research questions are interrogated by implementing a qualitative, empirical study. Interviews with adult urban users of MP3 players are carried out, focusing on their experiences of this use. The interviews are analyzed within a theoretical framework based on health theories and positive psychology. Although there seem to be several risks related to the use of MP3 players – hearing damage, concert about traffic safety, and issues concerning isolation and the social environment – it appears that use of MP3 players also has positive consequences for the users, which are presented in the thesis
Master classes - What do they offer?
Get PDFMaster classes are a common way to teach music performance, but how useful are they in helping young musicians in their musical development? Based on his experiences of master classes Lali (2003:24) states that “For better or for worse, master classes can be life-changing events.” Anecdotal evidence confirm that master classes can provide vital learning opportunities, but also that they can be of little use to the student, or worse, detrimental. Since master classes are a common component in the education of music students, it is important to develop a sound knowledge base in order to realize the potential of the master class as a teaching and learning arena. This was the motivation for inviting researchers who have studied master classes, musicians who give master classes, and heads of departments programming them, to an international symposium at The Norwegian Academy of Music 8–9 December 2011. The program and the list of participants can be found in appendices 1 and 2. During the symposium research studies were presented and discussed, video clips of master classes as well as three live master classes were observed and discussed. During the discussions of the live master classes, the “masters” themselves, the students who were being taught, and the accompanists participated. After the symposium, the participants have also shared some reflections and notes. The authors acknowledge the substantial input that the participants have given to this report. The aim of the report is to sum up some aspects that might be useful for musicians teaching master classes, for teachers preparing their students for master classes, and for heads of departments programming them. The focus is primarily on pedagogical issues; it is taken as a given that the musical quality of the teaching must be of a high standard if the master class is to be helpful for the students attending
Facilitating for future colleagues - Sharing of experiences in the field of music teacher practicum. A task for the mastering guru or the mentoring critical friend?
Get PDFIn the last four years I have been involved in a research project about educational quality in Nordic music teacher education, where the subject of musikdidaktik constituted a case where teachers’ and student teachers’ perceptions of teaching and learning quality offered a bottom-up perspective. The specific areas that were treated in the interviews were student teachers’ learning, identity, and choice of content. The interview material was analysed from different angles based on different ontological starting-points, and one outcome of that research is that practicum is closely connected to the didaktik subject, and that learning in musikdidaktik demands longer periods and more relevant parts of practicum that are connected to the didaktik education. My interest in the combination of action and reflection, not at least in professional education, together with a common interest in how learning in and between different areas constitutes music teachers’ professional competence, and not at least curiosity about how practicum functions as a teaching subject, led to the development of the research project. To interview supervising teachers and student teachers, engaged in instrumental and classroom practicum, became a natural way of continuing the project. Teacher education is in continuous change and nowadays questions are common about what role practicum should play in teacher education, what learning should be encouraged there in what ways, and how it should be evaluated and by whom. At the same time syllabuses and other governing documents are changing as well as expectations from school leaders, pupils and parents. In other words, the everyday professional life of music teachers, where the practicum takes place, is a changing world. Therefore it is interesting to shed light on supervising in that area from a supervisor perspective. What are the stories about supervising future colleagues about? I believe such stories may be interesting and make up a basis for a nuanced discussion about what supervising in those situations may be like and what consequences different approaches may have for music teacher education and future music teachers. This paper will communicate the result of a narrative analysis of eight teachers’ stories about supervising music student teachers in practicum. The aim of the study was to illuminate, analyse and try to understand the stories about the function, task, and aim of supervising practicum in music teacher education from a life-world phenomenological perspective, through supervisors’ perceptions and experiences related to teaching and learning quality
Why should music teacher educators pay attention to the global crises of economy and climate
Get PDFThis paper takes the relationship between the macro, meso and micro levels of society as its point of departure, with music teacher education as its case. The attention is directed towards how musical leadership, in this case the leadership of music teacher education faces dilemmas of an ethical, political and professional character and discusses if and how such dilemmas can possibly be dealt with. Based on a theoretical ground that affords the present social-cultural condition of our western societies to be described as one of modernity in its extremes (Giddens) we can see how the self driven dynamics of social systems (Luhmann, Latour) actualize terms such as the risk society and reflexive modernity (Beck). Within this, one of the driving, political forces at all levels is the neo-liberalist priorities of the New Right (Woodford). The situation directs attention to the coherence between the political ideals that, albeit unintended, lead to crises like global warming, the world economy decrease and the oil catastrophe in the Mexican gulf, and the marketization of higher education (Naidoo) which characterizes recent thought about educational quality worldwide. According to those neo-liberalist educational priorities the students have come to be regarded as customers and knowledge as a commodity, while concepts such as knowledge production, useful knowledge, and knowledge economy have come to the fore along with ideals of measurability and quantitative assessment. The present paper addresses 3 particular leadership challenges in this connection. The first challenge concerns the dilemma of keeping up with the prevailing politics and ideals promoting relevance quality in music teacher education whilst simultaneously training student music teachers to criticize those politics included its built-in notions of relevance. The second concerns the leaders’ maintenance of a system critical competence as part of their professionalism as a leader in connection with the dilemma between maintaining the present regime and being capable to adapt to new regimes and paradigm shifts in the future. The third concerns the possible responsibility to address the mismatches between societal development and humanist educational ideals along with non-instrumentalist notions of knowledge that stands out as particularly transparent when seen through a music educational lens – for the sake of education in general but also for the sake of society and culture at large
Towards a critical curriculum theory in music education
Get PDFThe concept of "Bildung" was incorporated into the Swedish curriculum two decades ago. This development was inspired by a Continental didactic and central idea of learning in combination with historical-philosophical curriculum theory, thereby breaking a long tradition of goal-rational Anglo-American curriculum discourse. Today, curriculum theory also enjoys a rewakened interist in Sweden as a result of our new teacher-training programme. This aricle provides a short historical background to earlier pedagogical and didactic influences in Sweden, points out influential thinking about curriculum generically in Germany and the United States that has an impact on Swedish curricula and describes recent curriculum trends in Sweden. The article presents tentative meta-reflections on curriculum theory and gives a brief outline of historical-philosophical curriculum theory. It offers a valid argument for the development of a critical curriculum theory with special reference to music education in the post-modern society. The aim of this aricle is to initiate a deeper discussion on the impact of curriculum theory on research in music education. Keywords: curriculum theory, Bildung, music education, post-modern curriculum discourse
Musikkterapi og flow. En diskusjon omkring en mulig utdypning av musikkterapien
Get PDFNorges musikkhøgskole. Masteroppgave. MusikkterapiDenne masteroppgaven diskuterer om teori om flow kan utdype musikkterapien. Gjennom en kvalitativ, hermeneutisk teoristudie blir dette temaet drøftet. De teoretiske perspektivene som danner grunnlag for diskusjonen er fra musikkterapi, helse og flow. Fra musikkterapien fokuseres det på perspektiver om humanisme, ressursorientering, relasjon og dialog, samt signifikante øyeblikk. Helse er fremstilt i et salutogenetisk og holistisk perspektiv hentet fra sosiologien og Antonovsky. Den ordnede bevissthetstilstanden flow fremstilles i hovedsak ut i fra litteratur av primærforfatter Csikszentmihalyi. Diskusjonen omkring en teoridannelse mellom musikkterapi og flow viser at teori om flow innehar flere aspekter som kan fungere som utdypende argumenter for musikkterapien og dens mål om å fremme helse, samt elementer som tydeliggjør likheter mellom flow-opplevelsen og opplevelser i musikkterapien. Sentrale aspekter som kommer frem, er blant annet argumenter for musikkterapeutisk improvisasjon som autotelisk aktivitet, samt utdypning av fokus på relasjon og utfordring i musikkterapien
Musikkterapeutisk samhandling : en studie av samhandligssekvenser mellom et barn med funksjonsnedsettelser og en musikkterapeut
Get PDFNorges musikkhøgskole. Masteroppgave. MusikkterapiMin problemstilling i denne studien er:
Hva preger samhandlingen mellom et barn med funksjonsnedsettelser og en musikkterapeut innenfor en samhandlingssekvens?
Jeg ønsker i denne studien å se på samhandlingen mellom ett barn og en musikkterapeut. Jeg ønsker å få en dybdeforståelse av samhandlingen i èn spesifikk dyade, fremfor å sammenligne samhandling i ulike dyader. Problemstillingen kan sies å være både vid og omfattende. Det har likevel vært viktig for meg å ha et slikt åpent utgangspunkt for denne studien, da jeg skulle gå inn i en musikkterapidyade og ikke visste hva som ville møte meg. Et åpent fokus ble viktig for ikke å utelate viktige og interessante fokusområder. For å belyse problemstillingen valgte jeg å ta opp musikkterapidyadens musikkterapitimer på video. Selve metoden er casestudium der videoopptak inngår som observasjonsverktøy. Ved siden av videoopptak, er også mine logger som jeg skrev etter hver musikkterapitime en del av datamaterialet. Fremfor å analysere alle videoopptakene samlet inn til denne studien (åtte videoopptak à ca. 40 minutter) ønsket jeg å gå dypere inn i noen samhandlingssekvenser. Jeg ønsket å se på sekvenser der det foregikk en tydelig samhandling mellom barnet og musikkterapeuten og videre se på hva som preget de utvalgte sekvensene. I en trianguleringsprosess ble det valg ut to sekvenser til analyse.1 Når jeg i den videre analysen spurte meg selv hva som preger samhandlingen i disse sekvensene var det elementer både på detaljnivå og mer overordnet nivå som trådte frem. For å belyse observasjonene og plassere dem i en teoretisk kontekst, fordypet jeg meg i litteratur som omhandlet tidlig samhandling både med barn som er funksjonsfriske og med barn med funksjonsnedsettelser. Å se mine egne observasjoner på bakgrunn av teoretiske studier ble grunnlaget for drøftingene
50th Anniversary – The University College of Music Education in Stockholm (SMI) in retrospect
Get PDFIn the autumn of 1960 seven people met in Stockhom to found a (private) institute for music-teacher education destined to become an alternative to the established (public) conservatories. This was a clear reaction against the hegemony of traditional teaching practices, offering a distinct approach based on close ties to educational practice, group tuition and singing in all courses, as well as answering to the general lack of qualified music teachers in Sweden at this time. The aim of this article is to give an account of SMI’s legislative history and development. The review is based on archives from board meetings, annual reports, various registers and commemorative works. The Institute has undergone an institutional metamorphosis from the first decades relating to study centre for adult education, evolving into a college identity to become an established university college with accredited music education degree programs. SMI has played an important role as a complement and example in the areas of practice-oriented and distance education. Despite SMI’s marginal position, small-scale organisation and meagre economic resources, it was at the turn of the 1980’s the single largest producer of instrumental and vocal teachers in Sweden.
Keywords: teacher-training, group tuition, institutional music-teacher educatio
Følelseskunnskap og helse — musikk og identitet i et kunnskapsperspektiv
Get PDFI forbindelse med doktorgradsarbeidet ”Muligheter for følelseskunnskap” ble det dokumentert at musikkopplevelse kan erfares som et medierende redskap for følelseskunnskap, og også at følelseskunnskapen kan knyttes til identitet (Vist 2009a:367-376). Denne artikkelen utforsker en videre sammenheng mellom musikkopplevelse, aspekter ved følelseskunnskap, identitetsarbeid og helse. Med utgangspunkt i data fra ti kvalitative intervjuer, tidligere presentert i den nevnte doktorgradsavhandlingen, vil jeg drøfte om uttalelsene knyttet til følelseskunnskap også kan ses i relasjon til identitet og helse. Følelseskunnskap kan innebære både emosjonell tilgjengelighet, bevissthet, forståelse og refleksjon og mer sosiale aspekter som ekspressivitet, empati, regulering og samspill. Artikkelformatet gjør det nødvendig med en avgrensning, så etter en innledning om prosjektets metode og teoritilknytning, presenteres fire områder med særlig relevans for identitet og helse: 1) Emosjonell tilgjengelighet og bevissthet i identitetsarbeid, 2) Tilgjengelighet og ekspressivitet som helsebringende, 3) Emosjonell forståelse som identitets- og helsearbeid og 4) Emosjonell refleksjon som identitets- og helsearbeid. Siden både det nevnte doktorgradsprosjektet og min egen bakgrunn er musikkpedagogisk, blir det naturlig å se identitet og helse i et kunnskapsperspektiv. Men teorien som benyttes er i stor grad fra emosjonspsykologi og musikkterapi, og viser både nærheten mellom de to fagfeltene og hvordan terapeuter og pedagoger kan ha glede av en dialog